Forging Radical Alternatives in Higher Education: The Case of Brazil

Abstract

In recent years, new forms of higher education have emerged that challenge many of our assumptions about what a university is. In Brazil there has been a particular flowering of these alternative universities, on account of the wave of popular mobilisation following the end of the military dictatorship, aided by political support from the centre. These new institutions are characterised by distinctive aims or missions, whether relating to a particular ethnic or cultural group, a social or political movement, regional unity and intercultural exchange, or a spiritual calling. This article assesses the role and prospects of these institutions and analyses the ways in which they have positioned themselves in relation to the mainstream. The two factors of resources and recognition are found to be critical elements in ensuring their viability and success. However, dependence on funders and conformity with accreditation requirements also constrain the possibilities of embodying their distinctive vision. Finally, broader implications are drawn out for understandings of educational institutions, in light of Illich’s deschooling critique.

Tavares, M. & Romão, T. (2015). Emerging counterhegemonic models in higher education: The Federal University of Southern Bahia (UFSB) and its contribution to a renewed geopolitics of knowledge (interview with Naomar de Almeida Filho). Encounters in Theory and History of Education, 16, 101-110.

Teamey, K. & Mandel, U. (2014). Challenging the modern university, perspectives and practices from indigenous communities, social and ecological movements. Paper presented at the Forum on Higher Education and International Development, London, 24 October, 2014.

Vianna, J. & McCowan, T. (2012). The university of Latin American integration: A new model of higher education against the odds. Paper presented at the European Conference on Educational Research, Cádiz, 19 September.

Veiga, M. Da. (2012). How much “spirit” should higher education afford? Other Education: The Journal of Educational Alternatives. 1(1), 166-170.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License of their choice (usually CCBY 3.0 unported, but determined at the proofing stage by consultation with the Editor - readers looking for copyright permissions are required to do this on a case by case basis) that allows others to share the work in some way with an acknowledgement of the work's authorship and initial publication in this journal. We appreciate authors placing a link to the Other Education site wherever they choose to offer a PDF download to the original OE article.